So, this post is inspired by my most recent trip, my daughter, and by Christopher Danielson. We just returned from a trip to Pittsburgh to see my beloved Mets defeat the hometown Pirates. While on the road my impatient daughter is often asking how much farther we have to travel. Since I don’t imagine that she understands answers such as “28 more miles honey” (she will turn 4 on Thursday) I often answer by saying things like “only 20 more minutes, about the sam time as an episode of PowerPuff Girls”. So, when we were at the pool at a hotel on our trip we were playing a jumping game where she stood on the steps of the pool and jumped to my arms. One time I was too close for her tastes so she told me to back up. When I asked her how far away I should be, she said “Five minutes away.” I asked her, “Don’t you mean five feet away?” But she stood firm in her answer, she wanted me five minutes away from her. Christopher routinely writes about his children’s developing understandings of mathematics and, while I teach in the high school, it has made me more conscious of trying to get at what my students think that they understand about developing situations in the classroom. As a dad, these thoughts intrude as well. I am now debating my use of time as a marker for her, although I am certain that it is a more tangible way to answer her questions about how far away we are from our destination.